IMPLIMENTATION ENGLISH LANGUAGE FOR CHILDREN  IN

SUNDAY SCHOOL TO IMPROVE THE SPEAKING AT

GKPS SIANTAR TIMUR PEMATANGSIANTAR

T.P 2016/2017

·         BACKGROUND

Education is the learning, knowledge, skills and habits of people who are passed from one generation to the next through training and research teaching. Education often takes place under the guidance of others but also allows self-taught. An education has been recognized by several governments. At a global level, article 13 of the United Nations 1966, the International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone in culture.

Education is empowerment. The reason for the strong and strong "Education of the Eyes" in which DR.I.L.Nommensen says "You will never be able to build a society that is peaceful, just and prosperous with ignorance". Although the most difficult thing in this world is teaching, we as students of Teacher Training and Education Faculty (FKIP) HKBP University Nommensen want to devote ourselves to teach with full wisdom and compassion.

Education as perwatakan is typical of Indonesia. Bung Karno mandates the action of Begawan, the holy places become a source of trust for the archipelago to give birth, Adbi, Taruna, Soldier, Priest, Master in the journey of the archipelago attempt beramanah real, implied, virtual or virtual in the universe. Indonesia has the disadvantages of lifestyle variables, such as: always passive, work without planning, give up easily, irresponsibly, and give trouble to the weaker people. The way of thinking is now incapable of solving the problem.

Education as perwatakan is typical of Indonesia. Bung Karno mandates the action of Begawan, the holy places become a source of trust for the archipelago to give birth, Adbi, Taruna, Soldier, Priest, Master in the journey of the archipelago attempt beramanah real, implied, virtual or virtual in the universe. Indonesia has the disadvantages of lifestyle variables, such as: always passive, work without planning, give up easily, irresponsibly, and give trouble to the weaker people. The way of thinking is now incapable of solving the problem.

The main objective of this devotional activity is the church's Sunday School, which in the 1945 Constitution of the Republic of Indonesia Article 31 Paragraph (3) reads: "The Government shall undertake and organize a national education system that enhances faith and piety and noble morals in order Educate the life of the nation as regulated in the Law ". We, as future English language teachers, want to provide English language teaching to Sunday school children to prepare them for the integration of the ASEAN Economic Community (MEA) since 2016 in the face of free trade between Asean countries, International base, and also remember English is a mandatory lesson in the Curriculum 2013 set in formal education because students are the most expensive treasures of the nation. In addition, our presence is educating the nation's children, encouraging and promising future expectations given Nommensen's mandate to combat ignorance, laziness and ignorance. This is why we raised the title of the Student Creativity Program Proposal, "Sunday School Goes International", and upholding our alma mater philosophy, Prodeo Et Patria; For God and Mother Earth.

The world of education today has evolved tremendously. This is one of them seen from the learning of English in elementary education. Supported by technology, the world of education is possible to prepare human resources that can compete in the era of globalization. Primary education may increase in the future with an early presence that has recognized and provided a local content curriculum of English subjects. Where English is a very influential international language in the international world.

Guided by the foundation and development of the 2013 curriculum, English is an important foreign language taught for the uptake and development of science, technology, cultural arts and the development of relations among nations.

         The existence of local English curriculum in elementary schools is very necessary, because to improve the quality of basic formal education products in Indonesia are still in an effort to increase. If to face the increasingly demanding international world in the field of education, that is why science and technology are absolute as the primary value for achieving progress in the field of education.

Development of science progress according to elementary school students not only able to master the Indonesian language but also required to learn to develop the ability of foreign languages ​​in this case is English which has begun to be taught through the curriculum 2013. In an effort to improve the quality of education in Indonesia is the most dominant is through teaching and learning process .

According to Sadiman (1993: 6) teaching and learning process is essentially a process of communication. The process of communication is the process of delivering messages from the source message through a channel or a particular media to the recipient of the message, the form of teaching content and education that is in the curriculum poured by educators or other sources into the symbols of visual and verbal communication. In essence in the process of teaching and learning is a system, which in it has various components that work together and integrated to achieve learning objectives. These components are the goals of teaching, educators and learners, Lesson materials, teaching methods and strategies, tools or media, learning resources and evaluation.

And here we see the picture to the community in GKPS SIANTARTIMUR PEMATANGSIANTAR and here we describe in the first stage determine the location in the destination and after determining the location of the intended survey surveyed area and must see the area of ​​the survey results we can describe how the community around whether to accept us or no. And after that, do a field observation whether around the place that the survey is suitable for us to make for research.

And in this second stage we make the preparation of learning materials for the Sunday school children and make a series of activities as long as we do the learning of the school children of the week. And the series of learning activities of the series we are made in the proposal in the permit of conducting the activity

In the third stage, to socialize the activities and implementation of activities after all has been done so than to make a report of activities as long as we do research on the study of school children in the Sunday greja GKPS SIANTAR TIMUR PEMATANGSIANTAR

   In the implementation permit activities are the most important because with the permission of the implementation of the local community or the authorities will provide smoothness for the realization of this devotional activity. The description of activities in this school children this week will be held approximately two months. Which is where in the first month, the activities carried out are the provision of English learning materials, teaching done a whole month, and attract the attention of the Sunday school students in learning English and in the second month, the activities will be conducted namely the implementation or application of English By practicing english, for example: singing songs of praise, praying, interacting with friends, etc., all done in english because have gotten various learning english first month. Of course, from simple learning that is done will be very useful for Sunday school children and will draw their attention to use English in everyday life both in school and in family and social environment.

This english teaching activity includes several activities:

1. Learn the basics (basic) english

2. Games that can foster interest and interest of Sunday school children in English

3. Practice English through singing, praying, interacting, and so forth

Strategies that lead to make the research can be interpreted into

And stage stage at the time of doing activities we can describe as follows:

Strategy is an attempt to gain success and success in achieving goals. In the world of strategy education can be interpreted as a plan, method, or series of activities designed to achieves a particulareducational goal (J. R. David, 1976). Learning strategy can be defined as planning that contains about a series of activities designed to achieve certain educational goals. Learning strategy is an action plan (sequence of activities) including the use of methods and the use of various resources or strengths in learning that are structured to achieve a particular goal. In this case is the purpose of learning.

Meanwhile, (Wina Senjaya, 2008) suggests that learning strategyis a learning activity that must be done by teachers and students so that the learning objectives can be achieved effectively and efficiently. Can also be interpreted as a teacher effort in using some teaching variables (objectives, materials, methods and tools, and evaluation) in order to influence students to achieve the goals set.

While the meaning of cooperative learning strategy (SPK) is a learning model that prioritizes the existence of groups. Each student in the group has different levels of ability (high, medium and low) and if possible group members come from different races, cultures, tribes and gender equality.

Cooperative learning model prioritizes cooperation in solving problems to apply knowledge and skills in order to achieve learning objectives. According to Nur (2000), all learning models are characterized by the structure of tasks, objective structures and reward structures.

B. Concept of Cooperative Learning Strategy (SPK)

Group learning model is a series of learning activities undertaken by students in certain groups to achieve the learning objectives formulated. There are four important elements in the SPK:

• The presence of participants in groups

• The existence of group rules

• The learning of each group member

• The goal to be achieved

Participants are students who perform the learning process in each study group. Student groupings can be set in several approaches, including:

• grouping based on student interests and talents

• grouping based on the ability background

• grouping based on a mixture of both the mixture in terms of interest and in terms of ability.

Whichever approach is used, the learning objectives should be considered. Group rules are anything to be agreed upon by all parties involved, both students as learners and students as group members. For example, the rules on the division of tasks of each group, time and keep implementing and so forth.

Learning efforts are all student activities to improve the ability that has been owned and improve new skills, either ability in the aspects of knowledge, attitude, and skills. Learning activities are conducted in group activities, so that between students can mutually membelajarkan through exchange of ideas, experiences, and ideas.

The objective aspect is intended to provide the direction of planning, implementation, and evaluation. Through clear objectives, each group member can understand the goals of each learning activity.

One of the strategies of the group learning model is cooperative learning (SPK). SPK is a group learning strategy that has recently become a concern and education experts are encouraged to use.

Slavin (1995) found two reasons. Firstly, some of the research results proved that the use of cooperative learning can improve students' learning achievement while simultaneously improving social relationships, growing attitudes of self-acceptance and others, and increasing self-esteem. Second, cooperative learning can realize the needs of students in learning to think, solve problems, and integrate knowledge. Of the two reasons, the cooperative learning is a form of learning that can improve the learning system that has been weakness.

Cooperative learning is a learning model using a grouping or small team system, which is between four to six people with different backgrounds of different heterogeneous, heterogeneous, gender, racial or heterogeneous capabilities. Assessment system is done to the group. Each group will earn (reward), if the group is able to show the required achievement. Thus, each member of the group will have a positive dependence. Such dependence will then lead to individual responsibility for the   group and interpersonal skills of each group member. Each individual will help each other, they will have motivation for the success of the group, so that each individual will have equal opportunity to contribute for the success of the group.

SPK has two components: cooperative task component and cooperative incentive structure. Cooperative task is related to what causes members to cooperate in finished group tasks, while the cooperative incentive structure is something that motivates individuals to work Together achieve group goals. The incentive structure is considered to be the uniqueness of cooperative learning because through incentive structures each group member works hard to learn, encourages and motivates other members to master the subject matter, so as to achieve group goals.

So the interesting thing about SPK is the expectation besides having the impact of learning, that is the improvement of learning achievement pesetrta students (student achievement) also has the impact of accompaniment such as social relations, acceptance of students pains which is considered weak, self-esteem, academic norms, pengahargaan to time , And likes to give help to others.

This learning strategy can be used when:

       Teachers emphasize the importance of collective efforts in addition to individual efforts in learning

       If the teacher wants all students (not just smart students) to gain success in learning.

       If teachers want to instill that every student can learn from other friends, and learn and learn from the help of others.

       If the teacher wants to develop student communication skills as part of the curriculum content.

       If teachers want to develop student motivation and increase their level of participation.

       If the teacher wants to develop students' ability to solve problems and find solutions to solutions.

C. Characteristics and Principles SPK

1. SPK Characteristics

            Cooperative learning is different from other learning strategies. The differences can be seen from the learning process that emphasizes the cooperation process in the group. Objectives to be achieved not only academic ability in terms of mastery of lesson materials, but also the element of cooperation for mastery of the material. It is this cooperation that is the hallmark of cooperative learning.

Slavin, Abrani, and Chambers (1996) argue that cooperative learning can be explained from several perspectives:

Motivational Perspective

This means that the rewards given to the group allow each group member to help each other. Thus the success of each individual is the success of the group. This kind of thing will encourage each member of the group to fight for the success of the group.

 Social perspective

It means that through cooperative learning every student will help each other in learning because they want every member of his group to gain the success. Working on a team basis by evaluating the group's own successes is a great climate where every member of the group wants them to earn a living.

Perspective of cognitive development

This means that with the interaction between group members can develop student achievement to think processing various information. Cognitive elaboration means that every student will seek to understand and draw information to increase his cognitive knowledge. Thus, the characteristics of the cooperative learning strategy can be explained below:

A) Teaching by team

Cooperative learning is team learning. The team is the place to reach the goal. Therefore, the team must be able to make every student learn. All team members (group members) should help each other to achieve the learning objectives. For that reason, the success of learning criteria in the form by the success of the team.

Each member is hiterogenic. This means that the group consists of members who have different academic ability, gender, and social background. This is so that each group member can give each other experience, give each other and receive, so expected each member can give contribution to group success.

B) Based on co-operative management

As in general, management has four main functions, namely planning, organizational functions, implementation functions, control functions. Likewise in cooperative learning. The function of planning indicates that cooperative learning involves careful planning so that the learning process works effectively. Misalanya what learning goals to achieve, how to achieve them, what should be used to achieve goals and so forth.

The function of implementation indicates that cooperative learning should be carried out in accordance with the planning, through the steps of learning that have been in the form of including provisions that have been agreed upon. The function of the organization indicates that cooperative learning is a joint work among each group member therefore it is necessary to set the duties and responsibilities of each group member. The control function indicates that in cooperative learning it is necessary to establish success criteria either through test or non-compliance.

C) Willingness to work together.

The success of cooperative learning is shaped by group success. Therefore, the principle of cooperation should be emphasized in the process of cooperative learning. Each member of the group must not only be assigned their respective duties and responsibilities, but also instilled the need to help each other. Misalnaya who ask for help who are less smart.

D) Cooperative skills

The ability to work together is then practiced through activities and activities that are reflected in the skills of working together. Thus, students need to be encouraged to willing and awkward to interact and interact with other members. Students need to be helped to overcome obstacles in interacting and communicating, so that each student can menyampaikkan ideas, express opinions and contribute to the success of the group.

We must also understand how the relationship with parents to the child and so does the child's relationship with that parent.

How to get started?

Many parents want to teach English to their children at home, but do not know how to get started. It does not matter if your English is not perfect yet. The most important thing is you have to show enthusiasm because it will motivate your child to learn. Do not worry if your child is unable to speak English. They take time to absorb the language. Be patient, and they will start speaking English at the right time.

Build Routines

Build a routine by creating a specific schedule to start English at home. Create a short but frequent schedule. Fifteen minutes is enough time to teach a young child. Improve English language sessions with age and increased concentration of children. Keep doing short and varied activities to keep the child's attention.

Try doing things that vary at the same time each day. Children will feel more comfortable and confident when they know what to do. For example, you can play English games every day after school, or read English stories before going to bed. If you have enough space at home, you can create a corner for storing everything related to English, such as books, games, DVDs, or something made by a child. Repetition is important. Children need to hear words or phrases several times, before they are ready to say it themselves.

Playing games

Children learn when they are having fun. Flashcards are a great way to teach and improve vocabulary. There are many games using flashcards, such as memory, games Kim, Snap or Happy Family.

You can find downloading flashcards for free with various topics on our website. There are many types of games you can play with children to help them learn English, such as:

1. Action Games, such as Simon says, Charades, What's the time Mr. Wolf

2. Board game, such as Snake ladder or other traditional game

3. Word games, like I spy, Hangman

4. Game virtual world, you can adjust your English learning time with online games from LearnEnglish Kids.

  

Use Songs

Songs are the most effective way to learn new vocabulary and improve the way of pronunciation. Chants with style / dance are great for young children because they can follow the movement even though they have not been able to sing the song yet. The style or dance often depicts the meaning or meaning of the song. There are many great animated songs in LearnEnglish that you can listen to with your child.

Which word should I teach?

You may start with some simple topics, such as:

-Number (1-10,10-20,20-100)

- Color

- Properties (Eg, big, small, tall, happy, sad)

- Parts of the body

- Toy

- Clothes

- Animals (Pets, wild animals)

- Food

 You can find fun activities on a wide and varied topic in Learning Kids. Another thing that is also important for a child to be familiar with English is to use the same vocabulary for the child at all times. For example "It is English time! Please sit down. "In addition, children will easily catch phrases like:

"Please, Thank You, Can I have?"

"Where is ...?"

"Point to ..."

"What color is it?"

"It is ..."

"I like ..."

"I do not like ..."

Whatever your approach is, the most important thing is to be calm, and to learn English is fun for you and your child.

A. Songs (Songs)

A song is a series of words that are in tune with certain rhythms and tones. With the song's songs, teachers can invite students to do activities that are closely related to the daily life of children.

Singing in addition to activities that can bring fun for children, can also develop the imagination and self-confidence of children, so encouraging children to be more creative and daring to appear in public, the ability of children in singing at an early age is usually based on his experience at the time of hearing music Or hear the parents and the people around him sing.

Songs are created with the main purpose of:

A) Songs created just to enjoy and

B) Songs are created for learning purposes.

Songs and rhythms are an important part of children's lives and also a tool or as a medium of language learning to children. Namely teaching and learning, especially foreign language, learning the language through the songs to make the children feel happy in learning because they enjoy the song, while singing they were actually learning English.

Songs created for children's learning have the following characteristics:

A) Contains words, phrases, or sentences with a specific theme.

B) The language element is repeated.

C) Generally a contextual song that is easy to memorize.

D) Songs sung with movements of the limbs (action songs)

E) Songs can be sung outside the classroom by the child.

F) Be happy.

In teaching English with songs, a teacher needs to pay attention to several important things, among others as follows:

• Choose songs that match the student characteristics and language level of development.

• Song lyrics should not be too long so it is not hard to memorize.

• Songs should be interesting, dynamic, and happy.

• For specific purposes, such as teachers wanting to teach a particular language item, then choose a song that contains the repetition of the language.

• In choosing a song, consider the use of simple words and easy to say

• Short chants with simple words and happy tones will quickly be memorized by children.

Example: chant 1

As an introduction, twinkle songs, little star teachers can explain or ask in advance to students about the meaning of star. After the students have a clear concept, then the teacher can invite the children to sing together.

What is a star ?

A star : is a small twinkling light

We sometimes see in the night time sky

Stars are far from the earth. The sun

Is a special star that we can see during

The day. A star is also a kind of shape.

The song  :                  

Twin-kle, twin-kle lit-tle star. How I won-der what you are !

Up a-bove the world so high. Like a dia-mond in the sky.

Twin-kle, twin-kle lit-tle star. How I won-der what you are !

B. Games (games)

Games are activities that are done based on certain rules. Children play because they are happy. Children learn through the game. When they play together, children interact with each other. In the interaction, language skills can be built, especially listening and speaking.

Play is defined by many experts in various ways, for example:

1. According to Schiller and Spencer, the child has excess energy, and that energy can be expressed through play activities.

2. According to Karl Groos, through play activities, a child prepares for his later life if he has grown up.

3. According to Tanley Hall, through child play passes through the same stages of development of human history (recapitulation theory).

4. According to Lazarus, that child is playing to rebuild the lost energy. (In Anita Yus, 2005).

Some meanings of game methods are:

1. Learning by the method of play is learning in a way as if being in a situation to gain an understanding of a concept. In this method the students have the opportunity to be actively involved so that they will understand the concept and take longer, but it takes a long time.

2. Game method is a way of teaching that is implemented in for the game.

3. Game method in learning is a way to convey lessons by means of play. Game methods in learning can provide opportunities for students to be directly involved in learning and to make students feel happy about the lesson.

            From the above explanation can be concluded that the game method is a method of teaching where the way of presentation of the material with the game. So with the game unnoticed by the child / learners that they have been treated to lessons a. In addition, to further stimulate the interest of children learning. Using simple language that is easy to understand, so they are easier to learn and receive explanations from educators and from their parents. Game methods (games), famous for various names, among others, the ice-breaker or refreshment (energizer). The literal meaning of an ice-breaker is the 'ice breaker'. So, the meaning of warming up in the learning process is the breaking up of the situation of the physique or physicality of the participants. The game is also meant to build a dynamic, vibrant learning atmosphere, and enthusiasm. [3]

According to some experiences of experts, communicative language games have six characteristics, namely as follows:

A) The game must interact with each other.

B) Players must understand the rules in the game.

C) The game must have a clear purpose.

D) The context of the activity is clear.

E) Players must be actively involved.

F) Players have special rules in play.

           

In implementing a lesson with a game it should be remembered that a teacher must first provide direction to the student, what to do clearly. Students must really understand first what to do.

            Here are some examples of games that can be done for lower class children are as follows:

1. Simon says

The teacher asks the students to perform actions.

Teacher: "simons says sit down".

               (Students sitting)

"Simon says put your hands on your head"

(Students put their hands on their heads)

"Simon clap your hands".

(Students applaud)

Students do what the teacher says

2. Question answer

These games train certain sentence patterns and there are competing elements between students and other groups. For example, what is it? The student is divided into two groups, then competes to give an answer.

Example: guess what fruit?

                  Teacher: it's yellow. It's long. It's sweet.

      What is it?

                  Students: it is .... (A banana)

                  Teacher: it's red. It's round. It's sweet.

                                    What is it?

                  Students: it is ... ..

           

           

            Furthermore, when it is smooth, the teacher's position can be played by the child. Can also students and one group prepare questions for other groups. Students should use sentence patterns they have learned or are studying using familiar vocabulary.

3. Guessing Games

The teacher shows a small package and asks the students to guess what is in the package. It is very good to train yes / no question.

Example:

Students: is it a toy?

Teacher: no, it is'nt.

Students: Is it chocolate?

Teacher: no it is'nt.

Students: can you eat?

Teacher: yes, I can.

4. Find Differences

Activities undertaken by students to train students' accuracy done in pairs or groups. Two images are given to the students and they are asked to look for some of the differences that exist in the image by using familiar English vocabulary. They can also ask the teacher or search the dictionary.

5. Wisper Game

• Students sit in rows or circles

• Teacher whispers something (word or phrase) to the first student. For example, are you hungry?

• The student proceeds by whispering the same phrase to his friend to continue whispering to the other.

• A whisper is only done once and should not be repeated.

• The last student will express the word or phrase aloud. The first student also says aloud, to see if the phrase that the last student heard is the same as the first student.

• Situation will make students laugh if if the sentence uttered by the last student is very different from the sentence that the first student heard. [4]